Tutorial akademicki w naukach filologicznych na tle założeń interakcyjnego dyskursu glottodydaktycznego - krytyczna analiza różnic i podobieństw

Beata Karpińska-Musiał


The article is a comparative study of a few chosen criteria of interactive discourse in glottodidactics, as formulated by Anna Seretny (2014) and the specificity of personalized one-to-one language teaching in a tutorial. The thesis stated by the author claims that tutorial, due to its different type of teacher-student interaction, varying epistemological background and distinctive levels of interactive rhetoric (e.g. its less instructional and more natural character) is not an obvious space for developing language competence. On the other hand, it may, as the space for very individual and intense learning context, promote development of communicative skills and critical thinking, thus helping to meet cognitive aims of the curriculum in philological studies at the university.
Author Beata Karpińska-Musiał (FL/IEAS)
Beata Karpińska-Musiał,,
- Institute of English and American Studies
Other language title versionsAcademic tutorial in philology in the context of the interactive discourse in glottodidactics - critical analysis of differences and similarities
Journal seriesNeofilolog, ISSN 1429-2173, (B 7 pkt)
Issue year2017
Publication size in sheets0.80
Keywords in Polishtutoring akademicki, interakcyjny dyskurs glottodydaktyczny, tutorial, interakcja, relacja w dydaktyce, epistemologia wiedzy, kompetencje językowe
Keywords in Englishacademic tutorial, interactive discourse in glottodidactics, tutorial, interaction, relations in teaching, epistemology of knowledge, language competences
URL https://pressto.amu.edu.pl/index.php/n/article/view/11783
Languagepl polski
LicenseJournal (articles only); published final; Uznanie Autorstwa - Użycie Niekomercyjne - Bez utworów zależnych (CC-BY-NC-ND); with publication
Score (nominal)7
Score sourcejournalList
ScoreMinisterial score = 7.0, 05-02-2020, ArticleFromJournal
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